Understanding personal learning networks: Their structure, content and the networking skills needed to optimally use them

Abstract

Networking is a key skill in professional careers, supporting the individual's growth and learning. However, little is known about how professionals intentionally manage the connections in their personal networks and which factors influence their decisions in connecting with others for the purpose of learning. In this article, we present a model of personal professional networking for creating a personal learning network, based on an investigation through a literature study, semi-structured interviews and a survey.

“Cascades, torrents & drowning” in information: seeking help in the contemporary general practitioner practice in the UK

“…However, we note that weak ties on the other hand could reflect persons with another view on the topic and who, hence, could potentially contribute different knowledge and problem solutions in a workplace context. Rajagopal, Joosten-ten Brinke, Van Bruggen, and Sloep (2012) suggest that to make best use of learning opportunities, three key elements are crucial in a PLN:…”

Enhancing learning with the social media: student teachers’ perceptions on Twitter in a debate activity

“…Therefore, the PLE is divided into three kinds of activities for which tools can be used: reading or accessing information, reflecting and creating one's own knowledge and, sharing and collaborating with others (Adell & Castañeda, 2010;Castañeda & Adell, 2013;Wheeler, 2009b). Social media such as Twitter can have an important impact on the use of the different tools involved in the construction of PLEs (Reed, 2013), and in fact, it has been considered as the central part of a PLE and the driver for the empowerment of one's own network of connections (Simoes & Mota, 2010) for knowledge (Couros, 2010;Downes, 2010;Marín, Negre, & Pérez Garcias, 2014;Salinas, 2013;Sloep & Berlanga, 2011) and so, its persistent use to connect content, experts and resources has also been recommended (CUE, 2009;Rajagopal, Joosten-ten Brinke, van Brugeen, & Sloep, 2012;Wheeler, 2010a). Therefore, Twitter is powerful for boosting the idea of Personal Learning Networks (PLN), which leads to connected learning or networked learning (Dirckinck-Holmfeld et al, 2012), and serves for personal and professional development.…”

Digital Identity of Researchers and Their Personal Learning Network

“…The PLN, in the opinion of Rajagopal et al [40], is a network created by an individual specifically in the context of their professional activities through online platforms in order to support their needs in learning. So when a professional intentionally creates, maintains and activates their strong, weak and very weak links to contacts in your network, whether personal or professional contacts, the purpose is to improve their learning, using technology.…”

“…Students support their networking needs of informal learning through their links with other people and resources, often supported by information and communication technologies. These skills are related to the content, such as being able to engage in conversations and being able to communicate ideas, thoughts and opinions to a listener [45], [46] but also in relation to knowledge in building their own network and continuously maintaining and enabling PLN [47], in particular to be able to identify the experience and knowledge of the connections in PLN [40].…”